#61: Designing Learning Experiences Using GIS Resources - TLW Reflection & Notes

Reflection

When incorporating GIS into the classroom, my goal is to:

• cultivate students' ability to apply spatial thinking in a variety of contexts,

• foster a deeper understanding of the world around them, and

• enhance their ability to make an impact through informed decision-making.

While they do not need to acquire technical skills like processing data or generating maps, it is valuable for them to learn how to:

1. Articulate Data Needs

   1. I want students to learn how to approach a question or problem by identifying what they need to know and the data required to answer it.

      1. E.g. if they want to determine whether an area is underserved by amenities like supermarkets or schools, they should understand that they need data on the locations of these amenities, population distribution, and possibly the distances people are willing to travel.

2. Interpret and Draw Conclusions

   1. Students should learn to identify patterns, such as areas with high concentrations of young children or older adults, and understand the implications of these patterns for urban planning, resource allocation, or community services.

3. Propose Actions Based on Analysis

   1. Beyond identifying issues, students should learn to propose practical actions or solutions based on their analysis (evidence-based proposals).

      1. E.g. If they determine that a neighbourhood is underserved by parks, they should consider what actions could be taken, such as proposing new park locations or advocating for green space preservation.

Notes

MOE-EduGIS Demonstration and Hands-on Session

Presenter: Ms Doris Lee, Ahmad Ibrahim Secondary School

Tools

1. Buffer

• Zone created around a geographic feature or set of features; catchment area

• Spatial analysis based on proximity; represents sphere of influence - area that is affected by or has a significant connection to a particular feature

Buffers can illustrate:

• Sufficiency of amenities:

  • Buffers can be created around supermarkets with a certain radius (e.g., 1 km) to determine the coverage area. Overlaying this with the location of HDB buildings will allow you to analyse whether the supermarkets sufficiently serve all residents.

    • Analysis:

      • Gaps in coverage - Residents in Location A and B are underserved

      • Overlaps - Residents in Location C are well-served

• Other possibilities:

  • Buffers around schools can help determine if all residential areas are within a reasonable distance of a school. If certain neighbourhoods fall outside of these buffers, it might indicate a need for additional educational facilities.

  • Buffers around parks can illustrate whether all areas within a city have sufficient access to green spaces. This can be important for urban planning and ensuring equitable distribution of recreational areas.

• Environmental Impact Zones:

  • Buffers can illustrate areas affected by pollution, such as noise, air, or water pollution, from a source like a factory or a highway.

• Disaster Preparedness:

  • Buffers can also be used to define evacuation zones around hazardous sites (e.g., nuclear plants, chemical factories) or natural disaster risks (e.g., flood zones, wildfire zones).

• Competition Analysis:

  • Furthermore, buffers can be used to identify areas where competitors' stores overlap with a business's own trade area, helping to make decisions about market saturation or potential new locations.

2. Interpolate

• Creating continuous surfaces (e.g. elevation, temperature, rainfall) from a set of discrete data points to estimate values at unknown locations based on the values at known locations.

Interpolation can be used to:

• Create Continuous Surfaces from Point Data:

  • Create temperature or precipitation maps from scattered weather station data.

• Fill in Gaps in Data/Predict Values at Unsampled Locations::

  • If you have data points that are not evenly distributed across your study area, interpolation can help estimate values in areas where data is sparse or missing.

Possible Activities

• Conclusions/observations that can be drawn by comparing population distribution of different age groups in Choa Chu Kang:

  • Concentration of younger residents (0-4) in the south of the planning area

  • Concentration of older residents (40-64) in the north of the planning area

• Policy implications:

  • Community Needs:

    • Areas with a higher concentration of young children might require more childcare facilities, kindergartens, or playgrounds, while areas with older residents might benefit from more amenities such as healthcare services.

  • Schools and Educational Planning:

    • A high concentration of young children in specific areas could guide decisions on where to establish or expand schools and educational facilities.

  • Planning for Future Population Shifts:

    • By understanding the current distribution of these age groups, urban planners can also better anticipate future needs as these populations age.

      • E.g. areas with many young children now may require different amenities/ services in 20 years as these children become young adults.

Session Resources:

for.edu.sg/tlw-slides

for.edu.sg/tlw-map

for.edu.sg/tlw-webapp

go.gov.sg/mapsg

Other Resources:

EduGIS Starter Kit